Multi-Tiered Systems of Support
Multi-Tiered Systems of Support (MTSS) is a multi-tiered framework that promotes school improvement through engaging, research-based academic and behavioral practices and high quality instruction. It employs a systems or team approach using data-driven problem solving to maximize growth for all students. MTSS is the most effective and efficient approach to improving school outcomes and student performance, thereby ensuring equitable access to a sound basic education. Teams must problem-solve in the areas of instruction, curriculum, and the environment to address barriers to learning.
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Framework focus on key elements:
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Three Tiered Model
The three tiered instructional/intervention model is another critical element of MTSS. It is important to consider both academic and social-emotional/behavioral instruction and interventions. All students are part of the multi-tiered system of support. MTSS is a layering of academic and behavior supports. Tier 1 includes the instruction all student receive (core curriculum). Students who are performing on grade level are provided with Tier 1 instruction. This includes differentiated academic and behavioral supports. Tier 2 includes small group, supplemental instruction or intervention provided to students not meeting the benchmarks (core curriculum plus supplemental instruction/intervention). Students who are at-risk for academic difficulties (e.g., fall into the "yellow" range on assessments) are provided Tier 2 level of instruction and interventions. Tier 3 includes intensive, small group, or individual interventions for students showing significant barriers to learning the skills required for academic success (core curriculum plus small group or individual intervention). Students who are at intensive risk for academic difficulties (e.g., fall into the "red" range on assessments) are provided Tier 3 instruction and interventions. |
The use of data-based problem-solving to make education decisions is a critical element of MTSS. Some people use a four-step problem process, as described below, while other's prefer a different process, such as the Team Initiated Problem Solving model described next.
Four Step Problem-Solving Process:
1. Defining the goals and objectives to be attained
2. Identify possible reasons why the desired goals are not being attained
3. Developing a plan for implementing evidence-based strategies to attain goals
4. Evaluating the effectiveness of the plan
Step 1
Define the problem or goal by determining the difference between what is expected and what is occurring. Ask, “What specifically do we want students to know and be able to do when compared to what they do know and are able to do?” When engaged in problem solving at the individual student level, the team should strive for accuracy by asking, “What exactly is the problem?”
Step 2
Analyze the problem using data to determine why the issue is occurring. Generate hypotheses (reasons why students are not meeting performance goals) founded in evidence-based content area knowledge, alterable variables, and instructionally relevant domains. Use the ICEL/RIOT matrix to collect data and determine possible factors that are impeding learning. Gather assessment data to determine valid/non-valid hypotheses. Link validated hypotheses to instruction/intervention so that hypotheses will lead to evidence-based instructional decisions. Ask, “Why is/are the desired goal(s) not occurring? What are the barriers to the student(s) doing and knowing what is expected?” Design or select instruction to directly address those barriers.
Step 3
Develop and implement a plan driven by the results of the team’s problem analysis by establishing a performance goal for the group of students or the individual student and developing an intervention plan to achieve the goal. Then delineate how the student’s or group of students’ progress will be monitored and implementation integrity will be supported. Ask, “What are we going to do?”
Step 4
Measure response to instruction/interventions by using data gathered from progress monitoring at agreed upon intervals to evaluate the effectiveness of the intervention plan based on the student’s or group of students’ response to the intervention. Progress-monitoring data should directly reflect the targeted skill(s). Ask, “Is it working? If not, how will the instruction/intervention plan be adjusted to better support the student’s or group of students’ progress?” Team discussion centers on how to maintain or better enable learning for the student(s).
Team Initiated Problem-Solving (TIPS) Model:
Step 1
Identify the problem(s) by using current and accurate data. Use data to define problem (i.e., a problem exists when there is a discrepancy between current level and desired level). Answer the following questions: what, where, when, who, why? What is the precise nature of the problem? Confirm/dis-confirm inferences.
Step 2
Develop a hypothesis using data. Look at the patterns in data (i.e., levels, trends, peaks, etc.). Why does the problem exist and what can we do about it? Devise a hypothesis statement.
- The problem is _____ and takes place most often in ______. The behavior occurs ______ and is most likely to happen _______. Students from ____ are most likely to engage in this behavior. We think students may engage in this behavior in order to ______.
- The problem is talking loudly and being disrespectful toward adults and takes place most often in the cafeteria at lunch, hallways, and classrooms. The behavior occurs every day or every other day and is most likely to happen in the cafeteria, hallway, and classroom. Students from 7th and 8th grade are most likely to engage in this behavior. We think students may engage in this behavior in order to get peer and teacher attention.
Step 3
Discuss and Select Solutions by matching the solution action to the precise problem and hypothesis. Solution actions could involve:
- Prevention (i.e., How can we avoid the problem? How can we reduce the probability of future or continued problem behavior? How can we avoid, remove, or alter triggers for behaviors or antecedents? Who, when, where, schedule change?)
- Teaching (i.e., How can we define, teacher, and monitor what we want? Involves direct instruction in the problem area to increase probability of positive behavior change. Define behavioral expectations and provide demonstration/instruction in expected behavior as an alternative to the problem behavior.)
- Prompting
- Rewarding (i.e., How can we build in systematic rewards for desired behaviors? Provide positive feedback when the expected behavior occurs. Prompt the expected/alternative behavior as necessary, and then reward/reinforce)
- Correcting (i.e., Specific feedback to increase the probability of improved behavior after error. Use non-rewarding/non-reinforcing corrective consequences when problem behavior occurs)
- Extinguishing (i.e., how can we prevent the problem behavior from being rewarded? Reduce the environmental, sensory, or social stimuli that rewards the behavior.)
- Consequences (i.e., What are efficient, consistent consequences for the problem behavior? What is the school-defined process for behavioral consequences?),
- Adaptations
- Safety (i.e., Not considered a "solution strategy," but may need to be considered for a student who injures self or others or damages property. Remove the occurrence or possibility of injury or harm.).
Step 4
Develop and Implement Action Plan that address each problem that needs to be monitored and evaluated. Discuss how to ensure and measure the fidelity of intervention implementation. Every solution needs an action plan (Who will do the task? When will the task be completed?). Define the goal. What will the data look like when there is no longer a problem? Use SMART goals (Specific, Measurable, Achievable, Relevant, Timely). Define and make a plan to teach a replacement behavior: What do we want the students to do instead (i.e., Students will _____(appropriate behavior) in the _____ (location) in order to _______ (function; get/obtain or avoid/escape). Compare your data with national or school-based norms, look at data from the previous year or semester, or with what your staff expects students to be able to do. How will you collect and what data will be used for evaluation?
Step 5
Evaluate and Revise Action Plan based on analysis of data collection. Did the intervention plan work as intended? What worked and what did not work? Does the intervention need to be continued, modified, changed, or discontinued?
Collect and Use Data during every step of the process.
Data Evaluation
Given the importance of data-based problem-solving, the need for data and progress monitoring is essential. School staff need to understand and have access to data sources (e.g., DIBELS/mCLASS, Aimsweb) that address the purposes of assessment. Protocols for administering assessments (e.g., assessment schedules; test all "red" students every 10 days and test all "yellow" students every 20 days) and data use (e.g., meet weekly/biweekly for "data day" to examine student/classroom/grade level data) allow school staff to use student data to make educational decisions (e.g., group students into intervention groups based on specific skill deficit). Free, downloadable progress monitoring tools can be found at the websites listed at the bottom of this page. In order to obtain a stable data trend line, teams should ensure they have at least 8-10 data points before making any high-stakes decisions.
Given the importance of data-based problem-solving, the need for data and progress monitoring is essential. School staff need to understand and have access to data sources (e.g., DIBELS/mCLASS, Aimsweb) that address the purposes of assessment. Protocols for administering assessments (e.g., assessment schedules; test all "red" students every 10 days and test all "yellow" students every 20 days) and data use (e.g., meet weekly/biweekly for "data day" to examine student/classroom/grade level data) allow school staff to use student data to make educational decisions (e.g., group students into intervention groups based on specific skill deficit). Free, downloadable progress monitoring tools can be found at the websites listed at the bottom of this page. In order to obtain a stable data trend line, teams should ensure they have at least 8-10 data points before making any high-stakes decisions.
(NCDPI MTSS, http://mtss.ncdpi.wikispaces.net/; Florida MTSS http://www.florida-rti.org/floridaMTSS/psp.htm)
Interventions
Interventions are evidence-based instructional strategies designed to improve an academic or behavioral skill deficit.
Examples of Reading Intervention Programs:
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Examples of Math Intervention Programs:
Examples of Writing Intervention Programs:
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Downloadable/printable resources:
RTI If-Then Reading Interventions Menu | |
File Size: | 461 kb |
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RTI Progress Monitoring Recording Pages | |
File Size: | 2195 kb |
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RTI Behavior Documentation Intervention Progress Monitoring Form | |
File Size: | 1497 kb |
File Type: | zip |
Problem-solving RTI Worksheet | |
File Size: | 524 kb |
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Intervention Documentation Worksheets | |
File Size: | 277 kb |
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7_team_initiated_problem_solving_handbook.pdf | |
File Size: | 1845 kb |
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Problem Solving Process and Forms | |
File Size: | 208 kb |
File Type: | doc |
WEBSITES
BEHAVIOR AND PBIS
Behavior Doctor A website dedicated to behavior problems in the classroom and at home. There are separate pages for educators and parents, as well as resources specific to ADHD, autism, emotional behavior disorders, oppositional defiant disorders, and sensory integration issues. There are also free materials that can be printed. http://behaviordoctor.org/ Behavior Advisor This is a free classroom behavior management web site that provides many strategies & interventions for promoting appropriate behavior. You can also sign up for FREE access to the “Intervention Strategies” part of the site. You will receive periodic tips on managing behavior, discount coupons, & notice of new materials before they are presented on the website. http://www.behavioradvisor.com/ Kids Pointz A website for free parenting and child behavior resources with printable behavior charts and reward bucks. http://www.kidpointz.com Class Dojo ClassDojo is a free classroom tool that helps teachers improve behavior in their classrooms quickly and easily by using instant reinforcement for good behavior using a smartphone, laptop, tablet, or desktop computer. It captures and generates data on behavior that teachers can share with parents and administrators. http://www.classdojo.com/ Positive Behavior Support Interventions The University of Kansas’s Special Connections webpage was developed for general and special education teachers, educators, parents, and other professionals who work with students with special needs in the school environment. There are assessment tools and information to develop behavior plans. http://www.specialconnections.ku.edu/~kucrl/cgi-bin/drupal/?q=behavior_plans/positive_behavior_support_interventions/teacher_tools Florida's Positive Behavior Support Project The purpose of this website is to increase the capacity of Florida's school districts to address problem behaviors using Positive Behavior Support. http://flpbs.fmhi.usf.edu/index.cfm Positive Behavioral Interventions and Supports The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education's Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities. https://www.pbis.org/ PBIS World PBIS World is a website containing links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into the tier 1 through 3 framework. It is designed to help guide users through the PBIS implementation process, starting with behavior identification and offering suggestions for interventions and data collection tools. http://www.pbisworld.com/ Interventions Evidence Based Intervention Network The EBI Network has been developed to provide guidance in the selection and implementation of evidence-based interventions in the classroom setting. Sections of the website include: evidence-based interventions, foundations of problem solving, RTI resources, and ELL resources. http://ebi.missouri.edu/ Resources and Supports for Teachers This website created by the School Psychology Program at Michigan State University provides resources and interventions for reading, math, and writing. https://www.msu.edu/course/cep/886/ Scientifically Based Research This website provides specific reading, writing, and math interventions, as well as information about assessment and progress monitoring. http://www.gosbr.net/ Intervention Central Intervention Central is a resource for free academic and behavioral interventions and progress monitoring tools for use in the classroom. Useful resources include the RTI Help Center, scientific-based academic and behavioral interventions, ChartDog, CBM probe generators, and behavior chart generator. http://www.interventioncentral.org Florida Center for Reading Research The FCRR website is a great tool for finding scientific-based reading interventions, strategies, instructional materials, and center activities for both teachers and parents. You can find activities and interventions by grade level and specific reading skill deficit (e.g., letter identification, reading fluency, comprehension). http://www.fcrr.org What Works Clearinghouse This website provides research evidence for intervention programs so that educators can make evidence-based decisions. http://ies.ed.gov/ncee/wwc/ |
MTSS AND RTI
NC DPI's site for IABS The North Carolina Department of Public Instruction's webpage about our state's policies regarding IABS and MTSS. https://www.dpi.nc.gov/districts-schools/districts-schools-support/district-and-regional-support/integrated-academic-behavior-systems Arizona Department of Education Arizona's RTI website provides online training modules, support lessons, technical assistance papers, and other RTI resources for teachers and educators. https://www.azed.gov/mtss/resources RTI Wire This website serves as a directory of free Response to Intervention resources available online. Sources for understanding RTI, the use of teams for problem-solving, selecting the right intervention, progress monitoring, and graphing data for visual analysis of response to intervention. http://www.jimwrightonline.com/php/rti/rti_wire.php Center on MTSS This site provides information and resources related to the essential components of Response to Intervention and MTSS. https://mtss4success.org/ RTINetwork The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. Their goal is to guide educators and families in the large-scale implementation of RTI so that each child has access to quality instruction and that struggling students – including those with learning and attention issues – are identified early and receive the necessary supports to be successful. The RTI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation’s leading education associations and top RTI experts. Rtinetwork.org National Research Center on Learning Disabilities This website provides topics specific to learning disabilities and RTI, along with information about progress monitoring and interventions. https://www.ncld.org/ Michigan Alliance for Families https://www.michiganallianceforfamilies.org/rti/ Kansas MTSS http://www.kansasmtss.org Florida’s RtI Project https://floridarti.usf.edu/ National Association of State Directors of Special Education https://www.nasdse.org/ Progress Monitoring Tools AimsWeb Reading and math progress monitoring assessments. Fees are required. www.Aimsweb.com DIBELS 8th Edition Free reading benchmarks and progress monitoring tools for K-8. https://dibels.uoregon.edu/materials/dibels easyCBM EasyCBM Lite is free for teachers, but you must sign up/register to access tools. Includes reading and math progress monitoring assessments and individual progress monitoring graphs. https://www.easycbm.com/ Intervention Central Free progress monitoring probes for reading, math, and writing. http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests I-Ready K-12 adaptive, web-based diagnostic tool for reading and math. Fees are required. https://cainc.i-ready.com/ mCLASS: Reading 3D Benchmark and progress monitoring assessments on the web-based interface, also provides data support and instructional/intervention strategies. https://amplify.com/ Direct Behavior Ratings DBR's can be used for progress monitoring a variety of behaviors and are free to download. You can use the standard form or smiley face form, depending on child's age or developmental ability. http://www.directbehaviorratings.org/cms/index.php/communication/2-uncategorised/13#groupS Rate of Improvement This website contains resources and downloads for helping track student progress and calculate rate of improvement within a response to intervention system. http://www.rateofimprovement.com |